Analysis of Kaufman Assessment Battery for Children (K-ABC) Sequential and Simultaneous Processing scores of 94 children (ages 6-12) with learning disabilities produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory. The sample exhibited relative processing strengths…

An examination of student papers from three universities on the same tasks revealed that expository writing tasks were less demanding cognitively than argumentative writing tasks and that argumentative writing tasks were less demanding than speculative tasks. Another finding was that when students were able to translate a generalized task into…

Different kinds of basic knowledge and strategies necessary for comprehension are examined in three radically different domains: (1) the stories, (2) mathematical problems, and (3) electronic circuits. From analyzing the comprehension processes in these different domains, similarities have emerged in the role of planning knowledge and the…

Benjamin Bloom's "Taxonomy of Educational Objectives" can be used effectively to develop and evaluate a sequential secondary-school curriculum in literature, regardless of the school's content emphasis or curricular philosophy. The two available volumes of the "Taxonomy"--dealing with the cognitive domain of knowledge, skills,…

Three experiments assessed the ability of children 2 to 5 years of age to infer, under very simple task conditions, what another person sees when viewing something from a position other than the children's own. Data indicates that some ability of this genre appears to exist by age 2. The data also suggests a distinction between an earlier and a…

Ninety-five secondary students were given textbook material in which two sequence variations (web and linear) were used in relation to the information processing strategies (serialist or holistic) demonstrated by the students. Users of the web-structured sequence scored higher on concept retention. (Author/JJD)

Presents a meta-model of instructional design (ID) that integrates content covered in instructional technology graduate programs and explores the impact of an instructional designer's perspective on designs. Discusses the theoretical background; instructional strategies; educational philosophies; paradigm shifts; behaviorist, constructivist, and…

The experiments reviewed in this paper give strong reasons for concluding that the order in which things are learned, the range of exemplification of structural principles, and the introduction of a carefully judged amount of conflict may be critical to reaching an appropriate kind and level of learning. (Author/SJL)

Instructional Curriculum Mapping (ICM) is a set of guidelines for diagramming the interrelationships among objectives from different domains of learning. Five major learning domains are identified: (1) intellectual skills; (2) cognitive strategies; (3) verbal information; (4) motor skills; and (5) attitudes. This paper examines the functional…

Research data in neurosurgery, neuropsychology, and neurolinguistics indicate that the human brain is lateralized toward one of two methods of information processing, and that, in most humans, the language bias appears to be a left hemisphere function, while the visiospatial bias belongs to the right. Furthermore, the left hemisphere seems to…

A FINAL REPORT WAS MADE OF THE ACTIVITIES PURSUED IN PHASE 1 OF A 10-YEAR PROJECT DEALING WITH THE PSYCHOLOGICAL AND EDUCATIONAL FACTORS INVOLVED IN TRANSFER OF TRAINING. PHASE I CONSISTED OF A SURVEY OF THE EXISTENT DATA AND CONCEPTS OF TRANSFER OF TRAINING IN AN ATTEMPT (1) TO SUMMARIZE, INTEGRATE, CONSOLIDATE, AND INTERPRET RESEARCH FINDINGS…

Presents guidelines for developing computer-assisted instructional materials that are based on theoretical instructional theories, including behaviorism; neobehaviorism (imitation and modeling); information processing; cognitive psychology; and learning styles. Guidelines highlight feedback and reinforcement, practice opportunities, sequencing,…

Many basic skills are chains of cognitive operations. For teaching such skills, two questions have not been adequately investigated: (1) how the operations comprising the skill should be sequenced, and (2) the relationships among the operations that need to be taught. This investigation entailed four studies on different types and lengths of basic…

BECAUSE TEACHERS NEED RESOURCES BOTH TO ASSESS AND TO DEVELOP INTELLECTUAL SKILLS IN YOUNG CHILDREN, THE NEW YORK CITY BOARD OF EDUCATION AND THE EDUCATIONAL TESTING SERVICE UNDERTOOK A PROJECT IN THE FIRST GRADES OF 25 ELEMENTARY SCHOOLS DURING THE 1964-1965 SCHOOL YEAR. FOUR ASSUMPTIONS FORMED THE THEORETICAL BASE OF THE PROJECT--(1)…

The study of the performance of 55 learning-disabled college students on the Raven's Progressive Matrices and other tasks found: (1) a negative correlation between visual-motor skills and written language, (2) a positive correlation between visual organization/memory and mathematics, and (3) a positive correlation between auditory memory and…